Sight Word Research Articles

Intervention Targeting Reading and Working Memory among Struggling Readers in Primary School

Working memory is one of our core cognitive functions. It allows us to keep information in mind for shorter periods of time, allowing us to process and work with that specific information. In this randomized control trial, the effects of a training program that combine reading training and working memory training among struggling readers aged 8-9 were investigated. 30 pupils were included in the intervention group and 17 were assigned to the control group. The intervention group received a total of 60 training sessions divided into two eight-week training periods with a four-week pause in between. The results show that children in the intervention group improved significantly better than children in the control group on eight tests: Reading comprehension, Word decoding, Nonsense-word reading, Short-term memory, Working memory, Visuospatial short-term memory, Visuospatial working memory and Working memory for words. The effect was not confirmed for Sight word seeing.

Understanding Text Reading Comprehension of Chinese Students Who Are d/Deaf and Hard of Hearing: The Roles of Segmental Phonological Awareness and Suprasegmental Lexical Tone Awareness.

The authors investigated the roles of Chinese segmental (i.e., onset and rime) and suprasegmental (i.e., lexical tone) phonological awareness in Chinese text reading comprehension among 146 Chinese students in grades 3-9 who were d/Deaf and hard of hearing. All participants completed tasks involving onset and rime detection, lexical tone identification, sight word reading, text reading comprehension, nonverbal intelligence, and working memory. Path analyses showed that after controlling for age, grade, nonverbal intelligence, and working memory, segmental phonological awareness contributed both directly and indirectly (via sight word reading) to text reading comprehension, whereas suprasegmental lexical tone awareness only exerted only an indirect effect on text reading comprehension via sight word reading. These findings underscore the importance of phonological awareness in text reading comprehension for Chinese students who are d/Dhh.

Improving the reading skills of children with neurodevelopmental disabilities: Preliminary study from Botswana.

In Botswana, Special Needs Education has been implemented for 25 years with some success but there is still a need for evidence-based methods like Frequency Building, behavioural fluency, and Precision Teaching to be used to measure and improve school performance and learning. We explored the impact of these behavioural technologies on reading performances of four children with learning disorders (ADHD, speech impairment and acquired brain disorder) in a special school in Gaborone. At the assessment, two children were unable to read letter sounds and two could not read sight words. Reading performances were measured with frequency and displayed on a standard celeration chart. During the intervention, the length of the tasks was reduced and then augmented. Findings revealed that after 3 months of intervention children significantly increased their score stimulating self-confidence and enthusiasm during activities. This work demonstrates that behavioural technologies can be applied in Africa without using expensive or time-consuming resources.

Expanding vocabulary and sight word growth through guided play in a pre-primary classroom

Background: This article is based on a study that aimed at finding out how pre-primary teachers integrate directed play into literacy teaching and learning. Play is a platform through which young children acquire language. Aim: This study uses an action research approach to understand how guided play benefits incidental reading and expands vocabulary growth in a Chinese Grade K classroom. Method: Data collection involved classroom observations, document analysis, informal and focus group discussions. Results: The results revealed the key benefits of play-based learning for sight word or incidental reading and vocabulary development. These are: (1) teacher oral and written language learning, (2) learners’ classroom engagement is promoted, (3) learners were actively engaged in learning of orthographic features of words, (4) learners practised recognising the visual or grapho-phonemic structure of words, (5) teacher paced teaching and (6) teacher assesses miscues and (7) keep record of word recognition skills. Conclusion: In the light of the evidence, it is recommended that the English Second Language (ESL) curriculum for pre-service teachers integrate curricular objectives that promote practising playful learning strategies to prepare teachers for practice.

Effect of acquisition rates on off‐task behavior of kindergarten students while learning sight words

AbstractAssessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off‐task behavior of kindergarten students while participating in a commonly used sight‐word instruction video. Participants included 39 kindergarten students whose ARs were assessed before showing the sight‐word video. Behavior was measured as on‐ and off‐task using momentary time‐sampling with 10‐s intervals. Results indicated that students' time off task increased after exceeding their ARs, with a noticeable immediate increase. The implications and limitations of these results are discussed.

An evaluation of systematized phonics on reading proficiency in Swedish second grade poor readers: Effects on pseudoword and sight word reading skills.

The aim of the present study was to evaluate the effect of systematized phonics on word reading in Swedish second grade poor readers. Forty‐nine children who performed at or below the 25th percentile on pseudoword reading and/or sight word reading at the beginning of second grade participated in the study. The study had a cross‐over design exploring within‐and between‐group effects of two different conditions: systematized phonics and classroom instruction. Overall, systematized phonics proved more effective than classroom instruction. At pre‐intervention, no child performed above the 30th percentile in pseudoword reading or sight word reading. At post‐intervention, corresponding numbers were 69% for pseudoword reading and 35% for sight word reading. Implications for a policy change in Sweden towards mandatory systematized phonics in primary school are discussed.

Early English Literacy Experiences of Korean Children: A Case Study of Phonics Learners

This study explores four Korean children’s learning experiences in early English reading and identifies their challenges from the children’s perspectives. The study draws on a larger research project with 14 children in Seoul. Among the participants, four second graders were selected as a focus group, who were found to have had much difficulty reading in English despite their prior phonics learning. Data were collected from the children and their parents from tests, interviews, informal talks, student work, parent diaries and research journal during a four-month exploratory intervention. Four themes emerged: (1) varying levels of difficulty in letter-sound correspondences, (2) lack of unfamiliar word reading practice, (3) neglect of sight word recognition, and (4) lack of supportive parental involvement. Based on these findings, this research suggests effective ways of assisting learners to become alphabetic readers and also to develop early English reading skills in a more balanced and holistic way.

ESSENTIAL STRATEGIES FOR TEACHING STUDENTS TO READ

This paper examines ways to help elementary school students in the Osaka region of Japan learn to read in English. The need for this research has become important because of the mandate from the Ministry of Education to implement English in the elementary school curriculum as of April 2020. The methodology used was an exploration of a cause-and-effect relationship between the techniques used by the teacher and the student’s ability to learn to read. The findings show that, by using phonics, analogy phonics, context clues, syntax, and sight words, children in the Kids’ English Program at Osaka Shoin Women’s University (OSWU) showed an improvement in their reading skills. One takeaway from this research was that, when students had long periods off between their lessons, there was a decrease in their reading abilities.

Phonological-Orthographic Deficits in Developmental Dyslexia in Three Spanish-English Bilingual Students.

Introduction The purpose of this study is to present three case studies of developmental dyslexia in dual-language learners (DLLs) and our assessment process. We identify how phonological and orthographic deficits influence reading outcomes. We review the literature on theoretical models of bilingualism and reading models of developmental dyslexia to guide the assessment process through a multicomponential approach. We point out differences in the manifestation of dyslexia in more and less transparent writing systems. We suggest that reading instruction in Spanish can afford benefits to English-Spanish DLLs with developmental dyslexia. Method The study included three participants, two in fifth grade (10.3-11.7 years) and one in college (18.7 years). The assessment battery included reading nonwords and sight words (Test of Word Reading Efficiency); reading accuracy, fluency, and comprehension (Gray Oral Reading Tests-Fourth Edition); phonological awareness subtests (Comprehensive Test of Phonological Processing); and rapid automatized naming tests. A language and reading history interview was elicited from the mothers. In addition, we analyzed the participants' phonemic and word errors in reading. Results Our three participants showed core phonological deficits, with decreased performance in decoding nonwords and low accuracy in reading aloud. In spite of their reading and writing deficits, reading comprehension was within average levels for the three participants in this study. Conclusions We show the importance of assessing reading processes in students with a history of reading and writing problems. Our findings are based on three single case studies and are not generalizable. Our aim is to stimulate questions and research on dyslexia and the particular needs of DLLs.

An Evaluation of Strategic Incremental Rehearsal on Sight Word Acquisition Among Students with Specific Learning Disabilities in Reading

The Strategic Incremental Rehearsal (SIR) intervention, a modified version of Incremental Rehearsal, is an efficient flashcard procedure that has demonstrated effectiveness on sight word acquisition for children who exhibit reading difficulties. However, to date, the procedure has not been evaluated with children identified with a reading disability who have a history of receiving special education services. This study uses a multiple baseline design across participants to examine the effects of SIR with a modified criterion for removal on sight word reading with three third-grade participants receiving special education services for a specific learning disability in reading. Results indicated sight word reading increased for all 3 participants at the onset of intervention compared to baseline. The total intervention time for each participant ranged from 16 to 48 min. All 3 participants correctly read a minimum of 21 out of 25 targeted words at a 5-week maintenance check. The results indicated that SIR with a modified criterion of removal is a potentially effective and efficient intervention for sight word reading for participants with specific learning disabilities in reading.

Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery.

The purpose of this study was to examine word learning efficiency in at-risk first grade students (N = 93) participating in a yearlong study evaluating a multicomponent intervention targeting word reading and decoding skills. As part of each intervention lesson, students participated in a 1 to 3-min sight word reading activity in which high-frequency words were read from a list until mastered, at which point the word dropped off the list. This study explored factors predicting the number of exposures required for item reading mastery (N = 145 words). Specifically, we explored how the number of word exposures required to reach mastery varied as a function of linguistic features of the words and cognitive characteristics of the students. Using item-level crossed-random effects models, we found students required an average of 5.65 exposures for mastery, with word features representing word length, vocabulary grade, and imageability being significant predictors of learning efficiency. We also found a significant interaction between pretest word reading skill and imageability of a word, with this semantic feature being especially important for the poorest readers. Results indicate that in the absence of typical word recognition skills, poor readers tend to rely on other sources of information to learn words, which tend to be related to the semantic features of words.

“No! Turn the Pages!” Repositioning Neuroqueer Literacies

Recent literacy research has made substantial contributions to expanding definitions of literacies beyond stringent parameters of decoding print. These inquiries have intersected with topics such as multimodality and critical literacy in general education literacy classrooms. However, students in isolated special education settings labeled with dis/abilities such as autism or intellectual disability often only receive reading instruction emphasizing functional skills and sight words. The data for this study emerged from a secondary isolated special education classroom where students identified as significantly dis/abled responded to inclusive picturebooks. Analysis is framed by the scholarship on neurological queerness. Findings illustrate how students engage in literacy practices via neuroqueer asocial actions and embodied inventions when they are presumed as competent by teachers and staff. These findings challenge deficit orientations guiding special education literacy instruction and offer implications and openings for continuing to expand who counts as literate and what counts as literacy.

Effects of an AAC App with Transition to Literacy Features on Single-Word Reading of Individuals with Complex Communication Needs.

The purpose of this study was to investigate the effects of Transition to Literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol) within a grid display in an augmentative and alternative communication (AAC) app on the sight word reading skills of five individuals with severe disabilities and complex communication needs. The study implemented a single case multiple probe research design across one set of three participants. The same design was utilized with an additional set of two participants. During intervention, the T2L feature was activated for targeted sight words during a book reading activity. The dependent variable was the number of 10 target words correctly identified. With only limited exposure to the T2L feature, the five participants all demonstrated increased accuracy in identification of 10 targeted sight words. Four of the five participants generalized learning to use of a text-only display for the 10 targeted sight words. This study provides preliminary evidence that redesigning AAC apps to include the provision of dynamic text combined with speech output can positively impact the sight-word reading of participants. This adaptation in AAC system design could be used to support improved outcomes in both language and literacy.

Noncredible effort on the Nonverbal-Medical Symptom Validity Test (NV-MSVT): Impact on cognitive performance in pediatric mild traumatic brain injury

This study examined failure rates on the Nonverbal-Medical Symptom Validity Test (NV-MSVT) and its impact on cognitive performance in a sample of youths with mild traumatic brain injury (mTBI). Participants were 184 children and adolescents who presented to a multidisciplinary concussion clinic for a targeted neuropsychological evaluation. Performance Validity Tests (PVTs) were a part of the standard battery, including the NV-MSVT. Twenty-eight participants (15.2%) failed the NV-MSVT, none of whom displayed a genuine memory impairment profile (GMIP). Participants who failed the NV-MSVT performed significantly worse than those who passed the NV-MSVT on measures of IQ, memory, and immediate attention/working memory. There was no significant difference between groups on processing speed, sustained attention, cognitive flexibility, or sight word reading level. Aside from a slight difference in age, NV-MSVT failure was not impacted by demographic variables (sex, race), premorbid risk factors (pre-injury ADHD, learning disabilities, psychiatric diagnoses or treatment, developmental delays, or prior special education), injury-related variables (time since injury, positive neuroimaging findings, post-traumatic amnesia, number of prior mTBIs, etc.) or post-mTBI anxiety/depression. That said, participants who failed NV-MSVT endorsed significantly more severe postconcussive symptoms. These findings support the use of the NV-MSVT in neuropsychological evaluation of children and adolescents with mTBI.

Application Reading Module for Children with Disabiliy among Students with Non-Verbal Autism

Autism is one of the categories of those who have a risk of reading problems. This study aims to find out the improvement of Malay language basic reading skills using Reading Module for Children with Disability for three students with non-verbal Autism using single-subject design. Subjects who received intervention at a learning centre for children with Autism The reading module is applied using a phonic and sight words method. The intervention was provided 25 sessions, every day. The teaching strategies in this module are errorless learning and scaffolding. There are three (3) practices provided for each sub-unit and flash cards in this module. In the early stage, all subjects are non-verbal and were not yet master the Malay language reading skills. These single-subject design cases illustrate that reading skill interventions may be effective for early intervention, no behavior problems and verbal Autism and warrant further testing.

Effectiveness of an Occupational Therapy Reading Program for Low Socioeconomic First and Second Graders in an Urban Elementary School: A Pilot Randomized Controlled Study

ABSTRACT Objective We assessed the effectiveness of an occupational therapy reading program that targeted foundational reading skills and reading participation for first and second graders in an underserved urban elementary school. Method: Eleven intervention group participants received the 10-week reading program based on the incorporation of self-generated learning strategies and sensorimotor experiences. Both intervention group and 10 control group participants received traditional classroom reading instruction based on pencil and paper exercises. Results: Statistically significant differences with large effect sizes were found between intervention and control group post-intervention scores on the Dynamic Indicators of Basic Early Literacy Skills (Z = -3.553, p < .000, d = 1.826) and Dolch Sight Word List scales (Z = -3.052, p < .002, d = 1.256). No statistically significant differences were found at posttest between intervention and control group scores on the Benchmark Assessment System and Test of Word Reading Efficiency. Questionnaire data demonstrated that intervention group participants displayed greater reading enjoyment, increased home reading participation, improved home literacy routines, and greater agency as readers, compared to the control group. Conclusion: Preliminary evidence was demonstrated for the effectiveness of the reading program in the study sample with regard to foundational reading skills and participation.

Implications of a Sight Word Intervention for Deaf Students.

The effectiveness of a sight word intervention designed for Deaf students was investigated. Thirty students, grades 1-7, in an urban school for the Deaf received an 8-month intervention. A pretest/posttest design using a teacher-designed instrument, the Cumulative Bedrock Literacy Sight Word Assessment, and the Test of Silent Word Reading Fluency (Mather, Hammill, Allen, &amp; Roberts, 2004) assessed increases in the number of sight words students could identify and the rate at which they could identify them. Paired-samples and independent-samples t tests and Pearson product-moment correlations were used to analyze data. Results indicated a significant increase in the number of sight words participants could identify postintervention. Also, younger students increased their sight word vocabularies at a faster rate than older students. No significant differences based on home language or gender were found. The authors make suggestions for further research and program application.

The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties

Abstract: This paper addresses a gap in research regarding the efficacy of software programs to help children with reading difficulties. Forty-two children aged 5-13 years identified as poor readers participated in a study over twelve weeks using Reading Doctor, a software program targeting phonemic awareness, orthographic-phonemic mappings, decoding ability and sight word recognition. Measures were taken using the Sutherland Phonological Awareness Test - Revised (SPAT-R), the Test of Word Reading Efficiency (TOWRE), and the graphemes and decoding subtests of the Phonological Awareness Test 2 (PAT-2). A quasi-experimental one group study with three multiple baseline measures was used. The dependent variables/measures were assessed seven times over a period of 32 weeks, allowing the research to be completed in the school-allocated time frame. Significant improvements were found on all three measures of phonological/phonemic awareness and word-reading efficiency. These improvements were maintained when assessed three months later, during which time the software program was not used.

Using a picture-embedded method to support acquisition of sight words

This study investigated whether an intervention using words embedded with pictures can be more effective in sight word instruction than one using words alone. Participants included sixty-nine children in junior kindergarten (ages 4–5) enrolled in school in Ontario, Canada. Children were split randomly into treatment and control groups; the treatment group was taught four words using picture-embedded words, and the control group was taught using text alone. Both groups also received phonics instruction to support sight word acquisition. Children in the picture-embedded word condition performed significantly higher than those in the word-alone condition on an immediate post-training test and later retention tests. This outcome, which contrasts with previous studies using picture-embedded words, may result from this method's use of a relevant linking phrase and action that help build an association between picture and word, as well as its incorporation of phonics instruction, with future work needed to test this hypothesis.

Headsprout Early Reading for Specific Literacy Difficulty: A Comparison Study

This study compared the efficacy of the Headsprout© Early Reading (HER) program with SENCO-delivered supplementary literacy instruction. Participants were primary school children (aged 6–9) in receipt of free school meals and supplementary literacy instruction. Data were collected within their school setting. The treatment group received HER intervention, while the treatment as usual (TAU) group received SENCO-delivered intervention, inclusive of guided reading, paper-based phonics training and word recognition tasks. It was hypothesized that children in the HER intervention group would significantly outperform those in the TAU group on measures of word/non-word recognition and sentence reading over a 7-month period. Thirty-two pupils with specific literacy difficulty were randomized to either HER (n = 17) or TAU (n = 15). Literacy skills were assessed using the Phonics and Early Reading Assessment pre- and post-intervention. ANOVA and t test analysis found that HER made significantly greater gains on measures of word/non-word recognition [t(30) = 7.55, p < 0.001], sentence reading [t(30) = 3.33, p < 0.05] and sight words [t(30) = 4.23, p < 0.001] than the TAU group. This study is the first to demonstrate stronger outcomes for children receiving computer-aided instruction over SENCO-delivered literacy instruction in a Northern Irish School.